STRATEGIES FOR BUILDING STUDENTS’ META-AFFECTIVE AND META-COGNITIVE IN SCIENCE LEARNING

Lilit Rusyati, - (2023) STRATEGIES FOR BUILDING STUDENTS’ META-AFFECTIVE AND META-COGNITIVE IN SCIENCE LEARNING. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

Meta-affective can influence intrinsic cognitive load, and consequently, emotion management is a goal of learning. Meta-cognitive has an important role in learning, namely to enhance students' memory, self-monitoring, note-taking, and critical thinking skills. The combination of meta-affective and meta-cognitive skills shows transformative competencies, which demonstrate how students navigate their lives and the world. Even though the two have a strong relationship, the reality is that students’ scientific attitudes and metacognitive skills are still comparatively low. This research objective is to analyze the effectiveness of meta-affective and meta-cognitive-based training for achieving the students’ meta-affective, meta-cognitive, and transformative competencies in science learning. The research design is a mixed-methods design, specifically an embedded design. All students at two private junior high schools in Bandung city make up the research population, whereas all students in two classes from each grade and school make up the research sample. There are 100 students, each with 50 in the integrated and separate training groups. This sample was taken by non-random sampling methods using convenience sampling. A questionnaire is a research instrument used to assess three dependent variables that have high validity and reliability indices. The results show that, even though the statistical test showed that integrated and separate training did not have a significantly different impact on students' meta-affective, meta-cognitive, and transformative competencies, improvements were still seen for each training group in different dimensions. This result has the implication that combining integrated and separate training is better to facilitate students' achieving meta-affective, meta-cognitive, and transformative competencies. Meta-afektif dapat mempengaruhi beban kognitif intrinsik, dan akibatnya, manajemen emosi adalah tujuan pembelajaran. Meta-kognitif memiliki peran penting dalam pembelajaran, yaitu untuk meningkatkan daya ingat siswa, pemantauan diri, mencatat, dan keterampilan berpikir kritis. Kombinasi keterampilan meta-afektif dan meta-kognitif menunjukkan kompetensi transformatif, yang menunjukkan bagaimana siswa memandu arah kehidupan dan dunia. Meskipun keduanya memiliki hubungan yang kuat, namun kenyataannya sikap ilmiah dan keterampilan meta-kognitif siswa masih tergolong rendah. Penelitian ini bertujuan untuk menganalisis keefektifan pelatihan berbasis meta-afektif dan meta-kognitif terhadap pencapaian kompetensi meta-afektif, meta-kognitif, dan transformatif siswa dalam pembelajaran IPA. Rancangan penelitiannya adalah rancangan metode campuran, khususnya embedded design. Seluruh siswa di dua SMP swasta di kota Bandung menjadi populasi penelitian, sedangkan seluruh siswa di dua kelas dari masing-masing kelas dan sekolah menjadi sampel penelitian. Terdapat 100 siswa, masing-masing 50 dalam kelompok pelatihan terpadu dan terpisah. Sampel ini diambil dengan metode non random sampling dengan menggunakan convenience sampling. Kuesioner adalah instrumen penelitian yang digunakan untuk menilai tiga variabel terikat yang memiliki indeks validitas dan reliabilitas yang tinggi. Hasil penelitian menunjukkan bahwa, meskipun uji statistik menunjukkan bahwa pelatihan terpadu dan terpisah tidak memberikan dampak yang berbeda secara signifikan terhadap kompetensi meta-afektif, meta-kognitif, dan transformatif siswa, peningkatan masih terlihat untuk setiap kelompok pelatihan dalam dimensi yang berbeda. Hasil ini berimplikasi bahwa menggabungkan pelatihan terpadu dan terpisah lebih baik untuk memfasilitasi siswa mencapai kompetensi meta-afektif, meta-kognitif, dan transformatif.

Item Type:	Thesis (S3)
Additional Information:	Link Google Scholar Lilit Rusyati: https://scholar.google.com/citations?user=mYnQ0DgAAAAJ&hl=en ID SINTA Lilit Rusyati: 6102491 ID SINTA Dosen Pembimbing: Nuryani Y. Rustaman: 5991811 Ari Widodo: 257822
Uncontrolled Keywords:	Meta-affective and Meta-cognitive based Training, Meta-affective, Meta-cognitive, Science Learning, Transformative Competencies.
Subjects:	L Education > L Education (General) Q Science > QH Natural history
Divisions:	Sekolah Pasca Sarjana > Pendidikan IPA S-3
Depositing User:	Lilit Rusyati
Date Deposited:	28 Feb 2023 06:58
Last Modified:	28 Feb 2023 06:58
URI:	http://repository.upi.edu/id/eprint/88866

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